Artigo publicado em:
European Journal of Special Needs Education, Volume 25, Issue 1 February 2010 , pages 13 - 29.
Authors: Elisabetta Monari Martinez a; Katia Pellegrini b
| Affiliations: | a Department of Pure and Applied Mathematics, University of Padua, 35121 Padova, Italy |
| b Department of Psychology, University of Padua, Padova, Italy |
abstract disponível em http://www.informaworld.com/smpp/content~content=a919013758~db=all?jumptype=alert&alerttype=new_issue_alert,email
Abstract
There is a common opinion that mathematics is difficult for persons with Down syndrome, because of a weakness in numeracy and in abstract thinking. Since 1996, some single case studies have suggested that new opportunities in mathematics are possible for these students: some of them learned algebra and also learned to use equations in problem-solving. Here an educational study with 15 teenagers with Down syndrome is presented: fractions, percentages, first-degree equations and problem-solving with equations were taught and learning was monitored. The students' performances during the course and in a final test were compared: the students seemed to have learned the new programme and to remember it one month later. They seemed to perform better with equations and problem-solving with equations than with other more conventional topics. There were no significant differences in the performance of different gender groups.
Keywords: Down syndrome; mathematics; algebra; problem-solving; mathematical education; special education
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